Myths and misconceptions about creative development with reference to Maltese early childhood education

Abstract

The purpose of this study was to explore common creativity myths and misconceptions held by early childhood educators as well as to gain an insight on how these relate to the local Maltese context. For this purpose, questionnaires were designed based on literature, and then given out to 42 currently active early childhood educators (from Kinder 1 up to Year 2). Following the questionnaires, 3 interviews were conducted with participants from the same sample with the aim of obtaining a deeper understanding of local early childhood educators’ opinions and beliefs. The results indicated that a number of myths, although believed by a minority, were not as influential in our schools as the literature suggests. On the other hand, certain myths were somewhat persistent and widely believed, influencing the teaching and learning of creativity in the early years in the local context. It is recommended that early childhood educators are equipped with a better understanding of how creativity is developed in young learners and also how this development can be monitored and extended.